How to use The FA Learning Cycle in your session

Former FA youth coach developer, Kalam Mooniaruk, provides a series of practical examples for integrating The FA Learning Cycle into your coaching sessions.

As a model of learning, the 'cycle' is made up of four sections: connect, activate, demonstrate and consolidate. It can be adopted by any coach and adapted for the design and delivery of your coaching sessions. Let's take a closer look.

1. Connect: what do your players already know about the topic; what do they need to know?

• Set up arrival games with problems to solve that are linked to the session theme.
• Have video footage pitch-side to show similar pictures linking to the scenario(s) that are fundamental to the session.
• Encourage player tasks that allow the players to share evidence of what they already know. This may include reflection diaries or include online pre-session tasks.
• Ask open questions during the early parts of the session to see where the players are at with the topic.
• Start with the practice or game that they finished the last session with.

2. Activate: what's the problem that needs to be solved?

• Set a challenge (linked to the practice theme) through clever practice design so players can lead on solving the issues in practice.
• Give the group time to work things out and allow them to combine and stretch the rules in doing so.
• Provide small group and off-the-ball work with individuals to support when needed, without stopping the whole session.

3. Demonstrate: what are your players' solutions?

• Were they successful? Did they try to solve the problem but didn't get it 100% right? Will they solve it in one session?
• Can you stretch those players that need extending? Can some players tell or show you, or answer questions about it?
• How much time do you give for certain problems? What is the trade- off between time to finish something versus an indefinite time-frame?

4. Consolidate: what have your players learned; how will they use it?

• Can the players use their solutions in game format? Practice design may encourage repetition but is it in game context?
• Do some players still need support? Did the practice allow the players to practise using the appropriate distances and area on the pitch (is this relevant?
• Did they show you that they understand or are some able to communicate this but not demonstrate it yet?
• How can you link where each players is at in their learning to help progression into the next sessions/game?

Kalam is currently head of academy coach development at West Ham United. This article was first published in The Boot Room magazine in September 2016.